Chapter 1. Who You Are Assessing
Chapter 2. Why You Are Assessing
Chapter 3. Getting to Know the Student
Chapter 4. Selecting an Appropriate Assessment Instrument
Chapter 5. Selecting and Administering Tests
Chapter 6. Assessing Motor Development and Motor Skill Performance
Chapter 7. Assessing Physical Fitness
Chapter 8. Assessing Posture and Gait
Chapter 9. Assessing Perception and Cognition
Chapter 10. Assessing Behavior and Social Competence
Appendix A. Sample Write-Up for Infant and Early Childhood Motor Development Tests
Appendix B. Sample Write-Up for Fundamental Motor Patterns Tests
Appendix C. Sample Write-Up for Motor Proficiency Tests
Appendix D. Sample Write-Up for Sports Skills Tests
Assessment in adapted physical education is not a simple task. Variables in assessment instruments and in the administration and interpretation of tests can sometimes generate more questions than answers.
That’s why special education and adapted physical activity teachers have come to rely on Developmental and Adapted Physical Activity Assessment.
Now in its second edition, this is the one of the only textbooks that focuses solely on assessment, providing valuable and in-depth clarity, guidance, and understanding in the principles and practical applications of assessment.
Thorough Examination of the Assessment Process
Developmental and Adapted Physical Activity Assessment details the assessment process, explains how to use assessment data when making programming decisions, and reviews specific assessment tools for adapted physical educators and physical therapists. It describes assessment concepts and procedures and provides the information teachers need to accurately assess their students with disabilities.
Written by four of the most experienced and trusted specialists in adapted physical activity, Developmental and Adapted Physical Activity Assessment
- walks you systematically through the assessment cycle from beginning to end, providing accountability for all involved;
- helps you assess the whole student—including social, affective, physical, and cognitive domains—to spur development to its fullest potential;
- compares and contrasts existing assessment tools;
- offers in-depth case studies in each chapter to reinforce and enhance understanding of real-world challenges; and
- includes appendixes with sample write-ups of different assessments.
The case studies present assessment problems that focus on real-life situations that teachers encounter daily. These case studies will help teachers learn how to identify which test to use and why. In addition, each chapter supplies key terms, key concepts, and review questions.
New to This Edition
The authors have updated all the chapters to reflect the latest research, regulations, and standards—all information in the text adheres to the newest National Standards for K-12 Physical Education. The updates also emphasize the decisions made in the assessment process and articulate the rationale behind educational decisions. Updated reviews of specific assessment tools emphasize key points where needed and reflect new information based on the most recent versions of the tests.
In addition, Developmental and Adapted Physical Activity Assessment offers the following:
- A new chapter on assessing sensory function and cognition
- New information about concussions (one of the most common issues that physical educators encounter) and how to assess them
- A new web resource featuring digital versions of the assessment forms in the book and links to assessment tools, with suggestions for their use
- A new glossary to help with the understanding and study of terms
Guide to Multiple Assessments
This text will guide teachers in developing written recommendations regarding placement and instructional programming for
- motor development and motor skill performance,
- physical fitness,
- sensory function and cognition,
- posture and gait, and
- behavior and social competencies.
Developmental and Adapted Physical Activity Assessment helps teachers know what tests to use on what people, how to administer the tests, how to interpret the results, and how to plan appropriately for their students.
About the Authors
Michael Horvat, EdD, is a professor of adapted physical education and motor behavior at the University of Georgia, where he is also the director of the Movement Studies Laboratory and the Pediatric Exercise and Motor Development Clinic. Dr. Horvat is extensively published, having authored numerous books, monographs, chapters in books, and articles in dozens of refereed journal publications. He is also a highly sought-after speaker, having presented at more than 100 international and domestic conferences.
Dr. Horvat has been elected to many boards and councils and has professional affiliations with a number of organizations, including the International Society of Adapted Physical Activity, the North American Federation of Adapted Physical Activity, and SHAPE America (formerly the American Alliance for Health, Physical Education, Recreation and Dance [AAHPERD]). In 2005 he was named to the Honor Society of Phi Kappa Phi, and he has also been named to Who's Who in American Education.
Dr. Horvat was the Southern District AAHPERD Scholar for 1994-1995 and was named a fellow of the North American Society (NAS) of Health, Physical Education, Recreation, Sport, and Dance Professionals in 2008. He also received the 2006 Hollis Fait Scholarly Contribution Award and the 2016 G. Lawrence Rarick Research Award from the National Consortium for Physical Education for Individuals with Disabilities (NCPEID).
Martin E. Block, PhD, is a professor in the department of kinesiology at the University of Virginia. He has been the director of the master's program in adapted physical education (APE) at the University of Virginia since 1993. During that time he has supervised and graduated more than 120 master's students. Dr. Block has served as an APE specialist in Virginia, working with children with severe disabilities and learning and behavioral problems.
Dr. Block has been a consultant to Special Olympics, Inc., helping to create the Motor Activities Training Program (MATP), a sports program for athletes with severe disabilities. He has authored or coauthored four books, more than 20 chapters in books, and more than 80 refereed articles, and he has conducted more than 100 international and national presentations on various topics in APE. He is the editor of the journal Palaestra, and he is on the editorial board of Adapted Physical Activity Quarterly.
Dr. Block is the president of the International Federation of Adapted Physical Activity (IFAPA) and previously served as president of the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) and as chair for the Adapted Physical Activity Council and the Motor Development Academy of SHAPE America. He was named the Virginia College Professor of the Year in 2004.
Luke E. Kelly, PhD, is a certified adapted physical educator, professor of kinesiology, holder of the Virgil S. Ward endowed professorship, and director of the graduate program in adapted physical education at the University of Virginia. He has 40 years of experience working with public schools in evaluating and revising their physical education curricula to meet the needs of students with disabilities. Dr. Kelly has written extensively about the achievement-based curriculum model, assessment, and the use of technology in physical education. Dr. Kelly has served as the president of the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) and directed the NCPEID adapted physical education national standards project from 1992 to 1999. Dr. Kelly is a fellow of the National Academy of Kinesiology (formerly the American Academy of Kinesiology and Physical Education). He has also received the G. Lawrence Rarick Research Award and the William A. Hillman Distinguished Service Award from NCPEID.
Ronald V. Croce, PhD, received his doctorate in neuroscience/exercise physiology and special populations from the University of New Mexico, and he is currently a professor in the kinesiology department. His main teaching focus is applied anatomy/kinesiology and medical neuroscience, and he has been the recipient of several university teaching and research awards. Dr. Croce’s research focuses on physical and motor functioning of individuals with cognitive and motor impairments as well as human neuromuscular functioning and cognition. He has over 100 published articles and is a coauthor of Developmental/Adapted Physical Education.